Investigating preservice teachers’ feedback to students’ mathematical solutions-Reference-Cited by-同舟云学术

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Investigating preservice teachers’ feedback to students’ mathematical solutions

Published:2024-03-13 Issue:4 Volume:50 Page:564-581
ISSN:0260-7476
Container-title:Journal of Education for Teaching
language:en
Short-container-title:Journal of Education for Teaching

Author:

Lee Hea-Jin¹,Kim Hee-Jeong²,Cho Hyungmi³

Affiliation:

1. Department of Teaching and Learning, The Ohio State University at Lima, Lima, OH, USA

2. Department of Mathematics, Education Korea University, Seoul, Korea

3. Department of Mathematics Education, Jeonju National University of Education, Jeonju, Korea

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/02607476.2024.2326508

Reference41 articles.

1. Supporting Prospective Teachers to Notice Students’ Mathematical Thinking Through Rehearsal Activities;Anthony G.;Mathematics Teacher Education & Development,2015

2. Who Is at Risk and Why? Teachers' Reasons for Concern and Their Understanding and Assessment of Early Literacy

3. Ball, D. L. 2011. “Foreword.” In Mathematics Teacher Noticing, edited by Miriam Sherin, Vicki Jacobs, and Randy Philipp, 35–50. New York: Routledge.

4. A Study of Errors and Misconceptions in the Learning of Addition and Subtraction of Directed Numbers in Grade 8

5. Efficacy of a learning trajectory approach compared to a teach-to-target approach for addition and subtraction

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